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Study Highlights Qualifications of Computer Science Teachers

There has been a growing concern regarding the effectiveness of computer science education in U.S. schools. A recent investigation into the qualifications of computer science educators in one state reveals that these teachers may hold better credentials than instructors in other subjects within the same institutions.

Paul Bruno, a professor specializing in education policy at the University of Illinois Urbana-Champaign, conducted an analysis using statewide data from North Carolina, assessing the qualifications of computer science teachers and their influence on student performance in advanced placement (AP) exams spanning the school years from 2006–07 to 2017–18.

Bruno’s findings indicate that computer science teachers possess higher levels of education and more extensive teaching experience compared to their counterparts who teach other disciplines. Interestingly, the research also showed that students’ performance in AP computer science exams was not adversely affected by the lack of a specific license in computer science, provided that teachers had relevant classroom experience and prior exposure to the subject.

The results, published in the journal Computer Science Education, offer reassurance regarding the credentials of computer science educators and their potential to facilitate effective learning.

Bruno noted that this research provides some of the most comprehensive insights to date about computer science teachers’ qualifications, shedding light on the factors crucial for delivering quality education, an understanding that aligns with previous studies in different academic areas.

“The discussion around policy has concentrated on the increasing number of computer science classes being offered, but less attention has been paid to how to adequately staff those courses with qualified educators,” Bruno remarked.

Despite notable growth in computer science education in U.S. high schools, the initiative to train and certify teachers for this field has struggled to keep pace. This discrepancy often leads to computer science courses being taught by educators with backgrounds in related fields like science, technology, engineering, or mathematics (STEM), as highlighted in a 2021 study by Bruno and U. of I. computer science professor Colleen Lewis.

For this recent study, Bruno utilized extensive statewide data on both computer science students and their teachers, including enrollment and demographic statistics gathered from the North Carolina Education Research Data Center. This level of granularity allowed for a thorough analysis that had not been possible in earlier investigations.

The dataset included information on the educational qualifications of teachers—such as whether they held graduate degrees and certifications from the National Board for Professional Teaching Standards—as well as their years of teaching experience in general and specifically in computer science.

Bruno’s analysis revealed that 67% of computer science courses in North Carolina high schools were taught by individuals licensed in business and information technology education, indicating a strong reliance on career technical educators for teaching computer science. Throughout the study period, it was found that these courses were significantly more likely to be instructed by teachers with math licenses than by those certified in non-CTE subjects.

The research also concluded that computer science classes are generally taught by teachers with graduate degrees more often than any other subject. Furthermore, instructors of computer science courses often had three additional years of overall teaching experience compared to those in other disciplines. Bruno noted this retention rate for computer science teachers has positive implications for student outcomes.

Students taught by computer science instructors with one extra year of specific teaching experience were not only more likely to sit for the advanced placement exam but also tended to achieve slightly higher scores.

“This suggests that even if veteran educators lack formal training in computer science, they may possess competencies that enhance their teaching effectiveness,” Bruno explained. “Employing seasoned educators to lead these courses could be a pragmatic approach for schools struggling to recruit specialists in computer science.”

However, Bruno raised concerns about the overall availability of qualified educators. “If seasoned math and career technical teachers are tied up teaching computer science, it raises a critical question: who is teaching math and career technical education?”

Additionally, the influence of teacher diversity on student success appeared ambiguous. In the 2018–19 academic year, about 78% of computer science instructors were white, closely mirroring the overall demographics of all teaching positions. While around 17% of these classes were taught by Black instructors, having a teacher of the same race did not significantly influence the achievement of Black students. Conversely, male teachers appeared to benefit boys in computer science classes, with those students scoring higher on AP exams, though similar evidence was lacking for female students with female instructors.

“Recognizing the pivotal role teachers play in student achievement, I hope that policymakers and educational leaders are deliberate in their efforts to place exceptional teachers in computer science classes. My findings offer useful direction, and I encourage ongoing research in this area,” Bruno concluded.

More information: Paul Bruno, “Who teaches high-school computer science and does it matter?”, Computer Science Education (2025). DOI: 10.1080/08993408.2025.2464489

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phys.org